jgmaynard

The wave/particle thing happens (IIRC) because if you test to see whether it is a wave, it is a wave; if you test whether it is a particle, it is a particle. So, logically, it either has to be both (currently accepted) or something else (I have a feeling this will turn out to be the answer). The shape, though, is an interesting question. My instinct is to say it can't have a shape, but I don't know why. My first thoughts are that if the photon were "confined" within a certain shape, and the object HAD to travel at local c., then the size would have to become enormous to maintain the Heisenburg U.P. Since that size is limited by local c., I think the "shape" we assumed at the beginning would have to give. But that is just a SWAG and I make no assurance of fact whatsoever. JM

I remember in the early 80s, there was a phone number you could dial to listen in on the shuttle comms. You would think it would be even easier to do that now with the internet, but I wonder if they stopped doing that because of military missions? JM

I'll agree with you, YT. I've taught several other sciences and I find generating curiosity is the most important thing. The textbook actually has a good "breeze-through" of the Kreb's Cycle, so I don't have to get into the detail I did when I took organic chem! LOL. I really wish they all had some chem background, but so be it. JM

My thought would be that you could extrapolate the curve that the object would have to lie on, and that there would only be certain places along that curve where it could lie to cause the effect. Now: multiple bendings? My SWAG is that it would get more and more difficult to calculate with each object the light passes by, creating a "three-billiard-ball" type of problem. JM

Thanks. That's one close shave! JM

Thanks, yeah. Even when I was covering the biosphere during the Earth science course, the last two exercises were on evolution. I really think it's a good idea not to get to crazy into molecular stuff, but I thought the kids may get a much more "hands on" feel for DNA if they extracted some from onions. I was thinking of that as the first lab. JM

Hi: Yes, I realize this is probably just a "news advertisement blurb," but I heard briefly on the news yesterday that a 1/2 mile wide asteroid was coming towards the Earth ("Will it hit Earth? Stay tuned to channel 25 news..."). Anyone heard anything about this? What sort of path is projected? JM

Hi folks: I'm brand new here, this is my first post. I've taught astronomy, mathematics, earth science and CS so far, but I just got hired to teach a bio class for the first time this fall (9th grade level, but REALLY bright kids!). I was wondering if anyone had any suggestions on a good lesson plan to base the course on, or any advice on where kids usually get caught subject-wide. To give you an idea, I taught the same kids Earth science last semester, and despite them being in 8th grade, by the end of the semester I had to ramp up the lessons to freshman college level to keep them challenged. Some have had chem, some haven't, so things like osmosis will need an intro. We are using "Biology: A course for A Level" by Kwan and Lam as our text. My apologies for asking for advice on my first post, but any suggestions? Thanks! JM